Reading Instruction for Struggling Learners

Autor/inn/en	Houtveen, Thoni; van de Grift, Wim
Titel	Reading Instruction for Struggling Learners
Quelle	In: Journal of Education for Students Placed at Risk, 12 (2007) 4, S.405-424 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
Schlagwörter	Reading Strategies; Reading Instruction; Reading Difficulties; Elementary School Students; Achievement Gains; Teaching Methods; Homogeneous Grouping; Individualized Education Programs; High Risk Students; Reading Achievement + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Reading difficulty; Leseschwierigkeit; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Homogene Gruppierung; Niveaugruppierung; Streaming; Individualized education program; Individualisierendes Lernen; Problemschüler; Leseleistung
Abstract	A survey conducted among approximately 1,400 students at 63 primary schools showed that learning gains for initial reading varied significantly for students in the last 6 months of Year 3. Learning gains turned out to be much higher in classes where students had received explicit or direct instruction, where instruction had been organized efficiently, and where appropriate remedial measures for poorly performing students had been arranged in a timely manner. Learning gains turned out to be lower in classes where teachers worked with homogeneous level groups or with individual learning plans for students. (Contains 3 tables.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10